high school prostart i curriculum

High School ProStart I Curriculum

Course Description: ProStart is a program created by the National Restaurant Association Educational Foundation. Students learn the management and culinary skills needed for a career in the foodservice industry. Educational Strategies and technology are utilized for classroom instruction. In addition, there is an emphasis on safety and sanitation, communication, management, and customer service. Upon completion of the safety and sanitation unit, the culinary lab experience, which includes soups, sauces, fruits, vegetables, and grains, will begin. There is an opportunity for work experience credit for students who are employed in the foodservice industry. Upon successful completion of the ProStart exams, certification is available for an additional fee.

Board Approved: January 26, 2017 2 | P ag e

Scope and Sequence:

Timeframe Unit Instructional Topics

1 week Welcome to the Restaurant and Foodservice Industry

Topic 1: History Topic 2: Travel and Tourism

2 weeks Keeping Food Safe Topic 1: Cross-contamination

2 weeks Workplace Safety Topic 1: Safety

2 weeks Kitchen Essentials 1 - Professionalism

Topic 1: Professionalism Topic 2: Components and Functions of a Recipe

1 week Kitchen Essentials 2 - Equipment and Techniques

Topic 1: Equipment and Techniques

1 week Stocks, Sauces, and Soups Topic 1: Stocks, Sauces, and Soups

1 week Communication Topic 1: Communication

1 week Management Essentials Topic 1: Multicultural Workplace Topic 2: SMART Goals

2 weeks Fruits and Vegetables Topic 1: Fruit Cooking Lab Topic 2: Vegetable Preparation Lab

1 week Serving Your Guests Topic 1: Importance of Customer Service Topic 2: Comment Card

2 weeks Potatoes and Grains Topic 1: Grains Lab Topic 2: Pasta Lab

2 weeks Building a Successful Career in the Industry

Topic 1: Career Exploration and Preparation Topic 2: Job Application


Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Welcome to the Restaurant and Foodservice Industry Length of Chapter: 1 week Overview of Chapter: This chapter is an overview of the restaurant and foodservice industry where students learn about the history of foodservice and how it applies to the current tourism industry.

Priority Standards for chapter:

● NSFACS: 8.1 Analyze career paths within the food production and food services industries.

● NSFACS: 8.5 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.

Unwrapped Concepts

(Students need to know) Unwrapped Skills

(Students need to be able to do) Bloom’s Taxonomy

Levels Webb's DOK

career paths within the food production and food services industries

Analyze

Analyze

3 professional food

preparation methods and techniques for all menu categories to produce a

variety of food products that meet customer needs

Demonstrate

Apply

3

Essential Questions: 1. What are the two segments of the foodservice industry? 2. What are the entry level jobs in the restaurant and foodservice industry? 3. Why do people travel?

Chapter 1: Welcome to the Restaurant and Foodservice Industry


Enduring Understanding/Big Ideas: 1. Commercial and non-commercial are the two segments of the foodservice industry. 2. The entry level jobs in the restaurant and foodservice industry include jobs such as

host/hostess, busser, assistant cook, server, expediter, and dishwasher. 3. People travel for a variety of reasons; those reasons include leisure and business travel.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Pasteurization Monuments

All-suite properties Amenity

AAA TourBook Back of the house Bed and breakfasts

Cafe Cafeteria

Chain Chef

Concessions Contract feeding

Convention Convention centers Economy lodging

Epicurean Expositions

Front of the house Full-service properties

Gourmet Guilds

Haute cuisine Hospitality

Kitchen brigade system Lesche

Luxury properties Michelin guide

Mid-priced facilities Mobil travel guides

Phatnai POS system

Property Management System software


Refrigeration Resorts

Restorante Satellite/ commissary feeding

Self operators Trade shows

Travel and tourism Zagat Survey

Resources for Vocabulary Development: ● National Restaurant Association. (2011). Foundations of Restaurant Management &

Culinary Arts Level One. Chicago: Pearson.


Engaging Experience 1 Title: Ancient Greek Bean Soup Suggested Length of Time: 1 class period Standards Addressed

Priority: ● NSFACS: 8.5 Demonstrate professional food preparation methods and

techniques for all menu categories to produce a variety of food products that meet customer needs.

Detailed Description/Instructions: Students will create an Ancient Greek Bean soup with an emphasis on the beginning of hospitality and foodservice in ancient Greece and Rome. Bloom’s Levels: Apply Webb’s DOK: 3

Engaging Experience 2 Title: Navajo Tacos Suggested Length of Time: 1 class period Standards Addressed



Detailed Description/Instructions: Students will create Navajo Tacos with an emphasis on the production of early bread making that has evolved through time. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 1: History


Engaging Experience 1 Title: Funnel Cake Suggested Length of Time: 1 class period Standards Addressed



Detailed Description/Instructions: Students will prepare a funnel cake recipe to demonstrate proper measuring techniques using a recipe that aligns with the topic of travel and tourism. Bloom’s Levels: Apply Webb’s DOK: 3

Engaging Experience 2 Title: Corn Dogs Suggested Length of Time: 1 class period Standards Addressed



Detailed Description/Instructions: Students will create a batter recipe that will coat hot dogs to create corn dogs which are a popular fair food as learned in the travel and tourism section of the curriculum. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 2: Travel and Tourism


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Timeline Project: Students will research an assigned 20-year period of time and develop a timeline that indicates at least 10 historical events in foodservice that took place during that period. Each event must be notated on the timeline with the exact year represented with a line coming off of the main timeline. (Students can use the yard sticks and markers to create the timeline on the poster paper that is on the back demo table in the foods room. Please have them take these supplies with them to the library. They can spread out their posters on the tables in the reserved area.) For each notated event they must illustrate something in color that represents the event and write above or below the illustration to explain the event. Make sure the poster has a title at the top and group member’s names are written across the bottom of the poster.


Topic Engaging Experience

Title

Description Suggested Length of

Time

History Ancient Greek Bean Soup

Students will create an Ancient Greek Bean soup with an emphasis on the beginning of hospitality

and foodservice in ancient Greece and Rome.

1 class period

History Navajo Tacos Students will create Navajo Tacos with an emphasis on the production of early bread making

that has evolved through time.

1 class period

Travel and

Tourism

Funnel Cake Students will prepare a funnel cake recipe to demonstrate proper measuring techniques using a

recipe that aligns with the topic of travel and tourism.

1 class period

Travel and

Tourism

Corn Dogs Students will create a batter recipe that will coat hot dogs to create corn dogs which are a popular

fair food as learned in the travel and tourism section of the curriculum.

1 class period

Summary of Engaging Learning Experiences for Topics


Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Keeping Food Safe Length of Chapter: 2 weeks Overview of Chapter: This chapter introduces students to the importance of food safety and students have the opportunity to receive their food handler’s permit.


● NSFACS: 8.2 Demonstrate food safety and sanitation procedures. ● NSFACS: 8.5 Demonstrate professional food preparation methods and techniques for

all menu categories to produce a variety of food products that meet customer needs.

Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to do)

Bloom’s Taxonomy Levels

Webb's DOK

food safety and sanitation procedures

Demonstrate Apply 3

professional food preparation methods and techniques for all menu categories to produce a variety of food products that

meet customer needs

Demonstrate Apply 3

Essential Questions:

1. What is a foodborne-illness outbreak and how are they prevented? 2. What personal behaviors contaminate food and how can you prevent contamination? 3. How can you prevent cross-contamination? 4. Why are the HACCP principles important? 5. Why is it important to clean and sanitize and what is the difference?

Enduring Understanding/Big Ideas:

1. A foodborne-illness outbreak is when two or more people get the same illness after eating the same food. Outbreaks are prevented by serving safe food in a clean environment.

2. Personal behaviors that contaminate food include having a foodborne illness, wounds that contain a pathogen, contact with an ill person, touching their body or other contaminates and then not washing their hands, having symptoms of illness, and eating, drinking or smoking while preparing food.

3. You can prevent cross-contamination by preventing the spread of pathogens.

Chapter 2: Keeping Food Safe


4. The HACCP principles are important because they focus on identifying specific points within a food item’s flow through the operation that are essential to prevent, eliminate, or reduce hazards to safe levels.

5. Cleaning and sanitizing are important to keep food surfaces from being contaminated. Cleaning removes food and other dirt from a surface whereas sanitizing reduces pathogens on a surface to safe levels.

Unit Vocabulary:


Bacteria Calibration Cleaners Cleaning

Contamination Corrective action

Cross-contact Cross-contamination

Food allergy Fungi

Handwashing Hazard

High-risk populations Host

Immune system Inspection

Mold Parasites Pathogens Sanitizing

Viruses Yeast

Bimetallic stemmed thermometer Contact time

Critical control points Critical limit FAT TOM

First-in, first-out method Flow of food

Food safety management system Foodborne illness

Foodborne-illness outbreak Food handlers

Hazard analysis critical control point Infrared thermometers

Integrated pest management program Master cleaning schedule Personal hygiene policies

Pest control operator Ready-to-eat food

TCS food Temperature danger zone

Thermocouples and thermistors Time-temperature abused




Engaging Experience 1 Title: Chicken Stir-Fry Suggested Length of Time: 1-2 class periods Standards Addressed

Priority: ● NSFACS: 8.2 Demonstrate food safety and sanitation procedures. ● NSFACS: 8.5 Demonstrate professional food preparation methods and


Detailed Description/Instructions: Students will order vegetables from a chosen list and use their knife skills to prepare the vegetables for use in a chicken stir-fry. A chicken stir-fry recipe is used to demonstrate the importance of keeping raw vegetables and meat separate to prevent cross-contamination. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 1: Cross-Contamination


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Food Handlers Licensure The Platte County Health Department provides a health inspector that comes into the classroom and teaches the food handler’s course to high school students. This course provides students the opportunity to earn their food handler’s card. Students take a one class period course taught by the inspector and then they are assessed over the material from the course. If they pass the test with the required score, students are able to get their food handler’s permit card from the health department for a reduced fee. This permit is required of many employees in the restaurant and foodservice industry. The certificate is kept on file at the health department for up to five years.



Title


Time

Cross- Contamination

Chicken Stir-Fry

Students will order vegetables from a chosen list and use their knife skills to prepare the vegetables for use in a chicken stir-fry. A

chicken stir-fry recipe is used to demonstrate the importance of keeping raw vegetables and meat separate to prevent cross-contamination.

1-2 class periods



Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Workplace Safety Length of Chapter: 2 weeks Overview of Chapter: This chapter covers ways to prevent workplace accidents and the impact they have on businesses.


● NSFACS: 8.2 Demonstrate food safety and sanitation procedures. ● NSFACS: 8.5 Demonstrate professional food preparation methods and techniques for

all menu categories to produce a variety of food products that meet customer needs.


Unwrapped Skills (Students need to be

able to do)


Webb's DOK

food safety and sanitation procedures Demonstrate Apply 3 professional food preparation methods and techniques for all menu categories to produce a variety of food products

that meet customer needs

Demonstrate

Apply

3

Essential Questions: 1. Who is legally responsible for providing a safe environment and ensuring safe practices? 2. How are fires and fire extinguishers classified? 3. What is first aid and why is it important?


1. Restaurant and foodservice operations are legally responsible for the safety of all guests and employees.

2. Fires are classified as A, B or C. Class A (Ordinary combustibles) includes wood, paper, cloth and cardboard. Class B (Flammable liquids) includes gases, grease, oil, shortening and pressurized cans. Class C (Electrical equipment) includes live electrical equipment, cords, circuits, motors, switches and wiring.

3. First aid refers to medical treatment given to an injured person until more complete treatment can be provided by an emergency service if necessary. First aid is important to meet the emotional and medical needs of employees and customers.

Chapter 3: Workplace Safety


Unit Vocabulary:


Accident CPR

First aid Liability

Accident Investigation Arson

Automatic systems Class A fires Class B fires Class C fires

Emergency plan Evacuation routes Flame detectors

General safety audit Hazard Communication Standard

Health hazards Heat detectors

Heimlich maneuver Material Safety Data Sheet

Near miss OSHA

OSHA form No. 300 Physical hazards

Premises Safety program guidelines

Smoke detectors




Engaging Experience 1 Title: Safety Stations Suggested Length of Time: 1 class period Standards Addressed

Priority: ● NSFACS: 8.2 Demonstrate food safety and sanitation procedures. ● NSFACS: 8.5 Demonstrate professional food preparation methods and


Detailed Description/Instructions: Students complete a total of seven stations that cover a variety of components about workplace safety. Each station is described below:

• Station 1: Students identify powders and liquids in containers. The purpose is to reinforce the need to leave items in their original container or label things very well.

• Station 2: Students will be given a piece of poster board, markers, crayons, etc. They will create a safety poster on one of the given topics on the direction sheets. You may want to have a basic first aid book available for reference.

• Station 3: Apple crisp lab - Students will quickly make a microwave apple crisp while their partner watches for sanitation and safety problems.

• Station 4: Kitchen inspection - Set up a kitchen with several safety problems. Students will fill out an inspection form with all problems they observe.

• Station 5: Students demonstrate to each other that they use proper lifting skills. This can be done with empty boxes. Students should critique each other on their posture and technique.

• Station 6: Basic first aid - Students will draw a situation which requires first aid. Students will role play the situation while their partner uses correct first aid to treat the injury. Basic first aid supplies will be needed (don’t forget gloves). Students will report their injury and the first aid given. They should also critique the aid given to them.

• Station 7: Students will draw a fire situation and their partner will demonstrate a proper response to the fire. Students should critique each other on the correctness of their response. Basic firefighting equipment should be provided.

Bloom’s Levels: Apply Webb’s DOK: 3

Topic 1: Safety


Topic Engaging Experience Title


Time

Safety Safety Stations Students complete a total of seven stations that cover a variety of components about workplace

safety.

1 class period



Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Kitchen Essentials 1 - Professionalism Length of Chapter: 2 weeks Overview of Chapter: This chapter prepares students for the lab setting and sets the standard for professionalism when working in the lab.


● NSFACS: 8.3 Demonstrate industry standards in selecting, using, and maintaining food production and food service equipment.




able to do)

Bloom’s Taxonomy

Levels

Webb's DOK

industry standards in selecting, using, and maintaining food production and food service

equipment

Demonstrate

Apply

3 professional food preparation methods and

techniques for all menu categories to produce a variety of food products that meet customer

needs

Demonstrate

Apply

3

Essential Questions: 1. What is professionalism and why is it important? 2. What are the components and functions of a standardized recipe?


1. Professionalism is being courteous, honest, and responsible in your dealings with customers and co-workers. Professionalism is important for a successful business.

2. The components of a standardized recipe include name, ingredients listed in the order in which they are used, yield, portion size, cooking temperature, time, equipment, step-by- step directions and nutrition information. The function of a standardized recipe is to follow a format that is clear to anyone who uses it.

Chapter 4: Kitchen Essentials 1 - Professionalism


Unit Vocabulary:


Balance beam Borrowing

Conversion chart Conversion factor

Denominator Dividend Divisor

Equivalent Like fractions

Lowest common denominator Measurement Metric units Numerators

Percent Personal responsibility

Respect Volume

Water displacement method Weight Yield

As purchased Baker’s scale

Culinarian Customary units

Desired yield Dry measuring cup method

Edible portion Electronic scale

Flavor Mise en place

Nutrition information Portion size

Recipe Sifting

Spring scale Standardized recipes

Step-by-step directions Stick method

Taring Temperature, time, and equipment

Umami Work section Workstation




Engaging Experience 1 Title: Umami Sensory Activity Suggested Length of Time: 1 class period Standards Addressed



Detailed Description/Instructions: Students will experience the “fifth” taste Umami by participating in a teacher guided taste-testing activity. A power point leads the activity and focuses on two different activities that display how our senses work together to get the optimal flavor from food. The first tasting activity has students pinch their nose while chewing on a piece of Skittle candy. Students will release their nose and it becomes obvious how much the flavor is enhanced by this action. The second tasting activity has students compare plain beef broth with a beef broth that has fish sauce added. Students quickly taste the difference between the two broths. Bloom’s Levels: Apply Webb’s DOK: 3

Engaging Experience 2 Title: Brownie Torte Suggested Length of Time: 1 class period Standards Addressed



Detailed Description/Instructions: Students prepare a Brownie Torte recipe and learn the difference between a brownie and cake texture. Students create a professional looking dessert by layering the plate with brownie, ice cream, whipped cream and cherry. Students use their plating creativity to create a dessert that would be sold in a restaurant on the dessert menu. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 1: Professionalism


Engaging Experience 1 Title: Roasted Veggie Pasta Suggested Length of Time: 1 class period Standards Addressed

Priority: ● NSFACS: 8.3 Demonstrate industry standards in selecting, using, and

maintaining food production and food service equipment. ● NSFACS: 8.5 Demonstrate professional food preparation methods and


Detailed Description/Instructions: Students use their knife skills to cut up a variety of vegetables to use in a pasta dish that contains vegetables, pasta, sauce and cheese. Students learn how to roast vegetables and prepare them for use in a casserole. Students learn how to follow a standardized recipe. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 2: Components and Functions of a Recipe


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Professionalism Interview A guest chef from Sullivan University will visit the classroom and hold a discussion about what it takes to be a professional chef. The guest chef will discuss the education and training necessary to be a successful professional chef. Students are able to interact with the chef through an interactive food demonstration by working alongside the chef and asking questions they might have about the career.



Title


Time

Professionalism Umami Sensory Activity

Students will experience the “fifth” taste Umami by participating in a teacher guided

taste-testing activity. A power point leads the activity and focuses on two different activities that display how our senses work together to

get the optimal flavor from food. The first tasting activity has students pinch their nose while chewing on a piece of Skittle candy.

Students will release their nose and it becomes obvious how much the flavor is enhanced by this action. The second tasting activity has

students compare plain beef broth with a beef broth that has fish sauce added. Students

quickly taste the difference between the two broths.

1 class period

Professionalism Brownie Torte

Students prepare a Brownie Torte recipe and learn the difference between a brownie and cake texture. Students create a professional looking dessert by layering the plate with

brownie, ice cream, whipped cream and cherry. Students use their plating creativity to create a

dessert that would be sold in a restaurant on the dessert menu.

1 class period

Components and Functions of a

Recipe

Roasted Veggie Pasta

Students use their knife skills to cut up a variety of vegetables to use in a pasta dish that contains vegetables, pasta, sauce and cheese. Students learn how to roast vegetables and

prepare them for use in a casserole. Students learn how to follow a standardized recipe.

1 class period



Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Kitchen Essentials 2 - Equipment and Techniques Length of Chapter: 1 week Overview of Chapter: This chapter is an overview of the different types of equipment and their uses in the restaurant and foodservice industry.


● NSFACS: 8.3 Demonstrate industry standards in selecting, using, and maintaining food production and food service equipment.



Unwrapped Skills (Students need to be able

to do)

Bloom’s Taxonomy

Levels

Webb's DOK

industry standards in selecting, using, and maintaining food production

and food service equipment

Demonstrate Apply 3

professional food preparation methods and techniques for all menu categories to produce a variety of food products

that meet customer needs

Demonstrate Apply 3


1. What types of preparation equipment are used in the foodservice kitchen and why are knives the most commonly used?

2. What is mise en place and why is it important? 3. What are the types of cooking methods and how do you determine when food is done

cooking? 4. What is MyPlate and how is it used?

Chapter 5: Kitchen Essentials 2 - Equipment and Techniques


Enduring Understanding/Big Ideas: 1. Preparation equipment includes knives, hand tools and small equipment, measuring

utensils and pots and pans. Knives are the most widely used pieces of equipment in the foodservice kitchen because they are used for most cooking preparation and each knife is designed for a specific purpose.

2. Mise en place literally translates in French for “to put in place”. Mise en place is important because it helps the chef execute a dish in a more timely manner and helps to avoid time management problems and loss of ingredient value.

3. The types of cooking methods are dry-heat, moist-heat, combination-cooking, and microwave cooking. Food is properly cooked when it has reached the desired texture and minimum internal temperature it needs to be served in a safe manner.

4. MyPlate is a tool that assists people in putting the dietary guidelines into practice. MyPlate translates the RDA’s and dietary guidelines into the kinds and amounts of food to eat each meal.

Unit Vocabulary:


Balance Scale Conveyor

Obese Recovery time

Volume measures

Adequate Intakes Bain-marie

Baker’s scale Baking Barding

Basket method Batter

Bench scraper Bimetallic coil thermometers

Blade Blanching Blanquette

Bolster Boning knife Bouillabaisse Bowl scraper

Braising Braising pan

Brazier Breading Broiling

Butcher knife


Butt Butter knife Cake pans Can opener

Carbonated beverage machine Carryover cooking

Cast-iron skillet Ceramic steels Chafing dishes Channel knife

Charbroiler Cheesecloth Cheese knife Chef’s knife China cap Chinois

Clam knife Cleaver

Coffee maker Colander

Combination cooking Combi-oven Conduction Convection

Convection oven Convection steamers Conventional oven

Cook’s fork Cookware

Corer Countertop blender Countertop broiler

Crepe pan Cuisson

Cutting edge Daube

Deck oven Deep-fat fryer Deep-frying Deglazing


Deli knife Diamond steels

Dietary guidelines for Americans 2005 Dietary Reference Intakes

Digital scale Discretionary calorie allowance

Double boiler Double-basket method

Dough arm Espresso machine

Estouffade Fillet knife

Dish poacher Fish scaler

Flat beater paddle Flat ground

Flat-top burner Flavor

Flavoring Float

Fondue pot Food chopper

Food mill Food processors

Food warmer or steam table Forged blade

Fricassee Funnel Garnish Goulash Granton Grater

Griddle Griddling Grilling

Guiding hand Handle

Heel Herbs

Hollow-ground


Honing Honing steel

Horizontal cutter mixer Hot box

Hotel broiler Hotel pan

Hot-holding cabinet Ice machine

Immersion blender Induction burner

Infrared heat Kitchen shears

Lacto-ovo-vegetarian Lacto-vegetarian

Ladle Larding

Lettuce knife Mandoline Marinating Matelote

Measuring cup Measuring spoon

Meat grinder Meat slicer

Microwave oven Mise en place

Mixer Muffin tins

MyPlate Navarin

Nutrition Facts Panels Offset spatula Open burner Overportioning Ovo-vegetarian

Oyster knife Pan-frying

Pans Par-cooking Paring knife


Parisienne Pastry bag

Pastry brush Pastry knife Paupiettes

Peeler Pie server

Piping tools Pizza cutter

Plating Poaching Portion

Portion scale Pot roasting

Pots Pressure steamer

Radiation Ragout

Reach-in freezer Reach-in refrigerator Receiving table/ area

Recommended Dietary Allowances Ricer

Ring-top burner Rivets Roasting

Roasting pan Rolling pin Rondeau

Rotary oven Rotisserie

Rubber spatula Salamander

Sandwich spreader Santoku Saucepan Sauce pot

Saute Sauteing Sautoir


Scales Scimitar Scoop

Seasoning Serrated

Serrated slicer Shallow poaching Sharpening stone

Sheet pan Shelving Shocking

Sieve Simmering Single-side Skimmer

Slicer Slow-roasting oven

Smallware Smoker

Smoking point Sous vide

Speed racks Spices Spine

Spoons Springform pans Stamped blade

Steak knife Steamer Steaming

Steam-jacketed kettle Steel

Stewing Stir-frying Stockpot

Straight spatula Strainer

Swimming method Tamis/ drum sieve

Tandoori oven


Tang Tea maker

Thermocouple Tilting fry pan

Tip Tongs Tourne

Utility carts Utility knife

Vegan Vegetable peeler

Vegetarian Walk-in freezer

Walk-in refrigerator Wing whip

Wire whip (whisk) Wok burner

Wok Zester




Engaging Experience 1 Title: Waffle and Syrup Lab Suggested Length of Time: 1 class period Standards Addressed

Priority: ● NSFACS: 8.3 Demonstrate industry standards in selecting, using, and

maintaining food production and food service equipment. ● NSFACS: 8.5 Demonstrate professional food preparation methods and


Detailed Description/Instructions: Students utilize several pieces of equipment to separate eggs and whip egg whites to prepare waffles. Students will use an egg separator, Kitchen Aid mixer with whisk attachment and a waffle iron to prepare the waffles. Students will use a saucepan and whisk to prepare the syrup. Both recipes will utilize several pieces of measuring equipment. Bloom’s Levels: Apply Webb’s DOK: 3

Engaging Experience 2 Title: Bubbling Cheese Bread Suggested Length of Time: 1 class period Standards Addressed



Detailed Description/Instructions: Students create a combination of herb and spice blends to use on a cheese bread. Students will follow the recipe to create a spread for the bread that includes cheese and mayonnaise. Students will use a baguette with the spread and apply a different combination of herbs and spices in the spread mixture. Once applied to the bread, the students will bake it until golden brown. Students will taste the herb/spice blends on the bread to determine their favorite blend. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 1: Equipment and Technique


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) School Cafeteria Equipment Tour and baking lab: Students will take a tour of the school cafeteria to see industrial kitchen equipment in action. They will then return to the classroom to begin researching and writing a recipe, measuring properly and proper use of culinary tools and equipment. Students will compete to demonstrate a cupcake recipe that will be featured in a local bakery. Each recipe must be original student work written in standardized format. The bakery representative will watch their preparation of the cupcake in the form of a cooking program where the student highlights their baking knowledge. The bakery representative will provide each student feedback on the pros and cons of selling their cupcake recipe.



Title


Time

Equipment and

Technique

Waffle and Syrup Lab

Students utilize several pieces of equipment to separate eggs and whip egg whites to prepare waffles. Students will use an egg separator,

Kitchen Aid mixer with whisk attachment and a waffle iron to prepare the waffles. Students will use

a saucepan and whisk to prepare the syrup. Both recipes will utilize several pieces of measuring

equipment.

1 class period

Equipment and

Technique

Bubbling Cheese Bread

Students create a combination of herb and spice blends to use on a cheese bread. Students will

follow the recipe to create a spread for the bread that includes cheese and mayonnaise. Students will use a baguette with the spread and apply a different

combination of herbs and spices in the spread mixture. Once applied to the bread, the students

will bake it until golden brown. Students will taste the herb/spice blends on the bread to determine

their favorite blend.

1 class period



Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Stocks, Sauces, and Soups Length of Chapter: 1 week Overview of Chapter: This chapter focuses on the grand sauces which are the base for all stocks, sauces and soups.





able to do)

Bloom’s Taxonomy

Levels

Webb's DOK

professional food preparation methods and techniques for all menu categories to produce a


Demonstrate Apply 3


1. What are the four essential parts of a stock and the proper ingredients for each? 2. What are the grand sauces and why are they important? 3. What are the two basic kinds of soup and how are they prepared?


1. The four essential parts of stock are the major flavoring ingredient, a liquid, mirepoix, and aromatics. The major flavoring ingredient comes from simmering bones or vegetables, the liquid is generally water, the mirepoix consists of coarsely chopped onions, carrots and celery and the aromatics are herbs/spices tied together in a cheesecloth bag.

2. The grand sauces are also known as the mother sauces. They include bechamel, veloute, brown or Espagnole sauce, tomato and Hollandaise sauces. The grand sauces are rarely used by themselves and are the basis for most other sauces.

3. The two basic kinds of soup are clear and thick. Clear soups are made by flavoring a stock or broth while thick soups include cream or pureed ingredients.

Chapter 6: Stocks, Sauces, and Soups


Unit Vocabulary:


Aromatics Au jus

Bechamel Beurre manie

Bisque Bouillon

Bouquet garni Brown or espagnole

Brown stock China cap Chinois Clarified

Clear soups Compound butter

Concassé Coulis

Court bouillon Degreasing Demi-glace

Fumet Glace

Grand sauces Hollandaise

Jus Jus-lie Liaison

Maitre d’hotel butter Mirepoix

Oignon brûlé Raft

Remouillage Roux

Sachet d’epices Salsa Sauce Saucier Slurry


Stock Temper

Thick soups Tomato sauce

Vegetable stock Veloute

White stock Wringing method




Engaging Experience 1 Title: Ham & Potato Soup Lab Suggested Length of Time: 1 class period Standards Addressed



Detailed Description/Instructions: Students create a white mirepoix and a bechamel sauce to prepare a Ham and Potato soup. Students begin by boiling the potatoes with the white mirepoix. While that is boiling, students prepare a roux that uses milk to form a bechamel sauce. Once the sauce is very thick it is whisked into the soup where ham chunks are added to round out the creamy soup. Bloom’s Levels: Apply Webb’s DOK: 3

Engaging Experience 2 Title: Chicken Noodle Soup Suggested Length of Time: 2 class periods Standards Addressed



Detailed Description/Instructions: During the first-class period students create homemade noodles and pull chicken meat from an already cooked rotisserie chicken to use in a chicken noodle soup. For the second-class period, students prepare the mirepoix using their knife skills to cut up the carrots, celery and onion. Students prepare a chicken broth from bouillon cubes and follow the recipe to create a chicken noodle soup. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 1: Stocks, Sauces, and Soups


Engaging Scenario

(An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Mother Sauce Research Presentation You work for a local restaurant and have been asked to present a series of seminars on the mother sauces. Your team has been chosen to create an informational presentation describing the history of the sauce, recipes using the sauce (minimum of 2), and sauces that are derived from the mother sauce. The presentation should include images or videos showing how to make the sauce and how home cooks can make the sauce on their own. The presentation team can choose from one of the following sauces:

Béchamel

Velouté

Brown or Espagnole

Tomato

Hollandaise

Please include your answers to the following questions during the presentation portion:

1. What was the most surprising thing you learned about your sauces? 2. Why did you select the culture/countries that you did? 3. Did you select from traditions that you knew about or did you choose to learn about

different cultures? 4. Why is it important to know about culinary traditions from around the world?

Engaging Scenario



Title


Time

Stocks, Sauces, and

Soups

Ham & Potato Soup

Lab

Students create a white mirepoix and a bechamel sauce to prepare a Ham and Potato soup. Students

begin by boiling the potatoes with the white mirepoix. While that is boiling, students prepare a

roux that uses milk to form a bechamel sauce. Once the sauce is very thick it is whisked into the soup

where ham chunks are added to round out the

1 class period

Stocks, Sauces, and

Soups

Chicken Noodle Soup

During the first-class period students create homemade noodles and pull chicken meat from an already cooked rotisserie chicken to use in a

chicken noodle soup. For the second-class period, students prepare the mirepoix using their knife skills to cut up the carrots, celery and onion.

Students prepare a chicken broth from bouillon cubes and follow the recipe to create a chicken

noodle soup.

2 class periods



Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Communication Length of Chapter: 1 week Overview of Chapter: This chapter focuses on the importance and strategies for successful communication within the workplace.


● NSFACS: 8.7 Demonstrate the concept of internal and external customer service.




Webb's DOK

the concept of internal and external customer service.

Demonstrate Apply 2


1. What is the communication process and why is it important? 2. What are the personal characteristics that can affect communication and how do they

affect communication? 3. How can relationships be built through interpersonal communication?


1. Communication is the process of sending and receiving information by talk, gestures or writing for a response or action. Communication is important because it helps build strong relationships between employees and customers.

2. The personal characteristics that can affect communication are body language, eye contact, and credibility. Different culture norms may affect how communication is perceived.

3. Relationships can be built through interpersonal communication by being empathetic, respectful, and open to sharing information with others.

Chapter 7: Communication


Unit Vocabulary:


Communication Credibility Empathy Feedback

Interpersonal communication Listening

Mission statement Organizational communication

Vision statement




Engaging Experience 1 Title: The Communication Process-Do You Understand Me? Paper folding activity Suggested Length of Time: ½ of a class period Standards Addressed

Priority: ● NSFACS: 8.7 Demonstrate the concept of internal and external customer

service. Detailed Description/Instructions: Students are given two pieces of plain white paper. Students receive directions on how to fold the paper in two different formats. The first format does not allow students to ask questions or have any instructions repeated. The second set of instructions allows students to ask questions and have instructions repeated. Students take notes over each activity attempt. After each activity, students display their paper for the class to see and take notes over the process. The goal of the activity is to emphasize the importance of clear instructions and communication. Bloom’s Levels: Apply Webb’s DOK: 2

Topic 1: Communication


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Written Communication Thank-You Notes Students choose an adult that has helped them be successful thus far in life. Often times, students choose a parent, coach or teacher. Students create a written rough draft of what they specifically want to thank the adult for. Students have the teacher proofread their writing and then they select a thank you card to complete their final draft. Cards and envelopes are addressed and mailed to the recipient.



Title


Time

Communication The Communication Process-Do You

Understand Me? Paper

folding activity

Students are given two pieces of plain white paper. Students receive directions on how to fold the paper in two different formats. The first format does not allow students to ask

questions or have any instructions repeated. The second set of instructions allows

students to ask questions and have instructions repeated. Students take notes

over each activity attempt. After each activity, students display their paper for the class to see and take notes over the process. The goal of the activity is to emphasize the

importance of clear instructions and communication.

½ of a class

period



Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Management Essentials Length of Chapter: 1 week Overview of Chapter: This chapter introduces the students to the components of management practices and the role of the restaurant and foodservice manager.


● NSFACS: 8.6 Demonstrate implementation of food service management and leadership functions.

Supporting Standards for chapter:

● ISTE-GLOBAL COLLABORATOR.7.C - contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

Unwrapped Concepts


(Students need to be able to do)


Webb's DOK

implementation of food service management and leadership

functions.

Demonstrate

Apply

3

Essential Questions: 1. Why are the benefits of diversity in the workplace important? 2. What are the characteristics of a leader and how can one demonstrate these skills? 3. What is onboarding and why is it important to a business? 4. What are the benefits of training and why is it essential?


1. Encouraging and honoring differences can mean a larger and higher-quality labor pool, a more enjoyable and productive environment, improved public relations, and ultimately, more guests.

2. Leadership is the ability to inspire and motivate employees to behave in accordance with the vision of an organization and to accomplish the organization’s goals. Good leaders demonstrate direction, they lead consistently, influence others, motivate, coach and develop, anticipate change, and foster teamwork.

Chapter 8: Management Essentials


3. Onboarding is the process that a company uses to integrate new employees into an organization. This gives companies a better chance at making sure the people they hire stay in their jobs.

4. Training improves the skill, knowledge, and attitude of employees for their jobs. Effective training is essential to the productive functioning of an operation.

Unit Vocabulary:


Action plan Bias

Child labor laws Complainant

Cover letters and resumes Cross-training

Culture tendencies Discrimination

Diversity Empathy

Employee manual Employee performance appraisal

EEOC Ethics

External motivation Goals

Harassment Harassment-free environment

Internal motivation Interpersonal skills

Job application Job description

Mission statement Modeling

Motivation Objective

On-the-job training Organizational goals

Orientation Personal treatment

Positive cross-cultural interaction

Exempt positions Point-of-sale systems

Onboarding Nonexempt positions

Performance appraisal form


Prejudice Problem solving

Problem-solving model Professional development

Professionalism Root cause

Screening interviews Stereotypes

Successive interviewing Team

Teamwork Training Turnover

Vision statement Workplace ethics

Zero tolerance policy




Engaging Experience 1 Title: Role Play TV Commercial-Benefits of the Multicultural Workplace Suggested Length of Time: 1 class period Standards Addressed

Priority: ● NSFACS: 8.6 Demonstrate implementation of food service management

and leadership functions. Supporting:


Detailed Description/Instructions: Students collaborate with a small group to create a TV commercial that is acted out in front of their peers. Students work to create a script that displays a situation that focuses on the benefits of a multicultural workplace. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 1: Multicultural Workplace


Engaging Experience 2 Title: Setting SMART Goals Suggested Length of Time: 1 class period Standards Addressed

Priority: ● NSFACS: 8.6 Demonstrate implementation of food service management

and leadership functions. Detailed Description/Instructions: Students use the SMART goal process to write three SMART goals for something they would like to achieve in school, sports, or on the job. Students learn the most effective goals are SMART: Specific, Measurable, Achievable, Relevant, and Time bound. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 2: SMART Goals


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Resume Writing Students reflect on their qualifications and experiences to create a resume for a job they would like to obtain. Students are provided a sample resume to help guide them through formulating a current resume for themselves that can be used when seeking employment.



Title


Time

Multicultural Workplace

Role Play TV Commercial-

Benefits of the Multicultural Workplace

Students collaborate with a small group to create a TV commercial that is acted out in

front of their peers. Students work to create a script that displays a situation that focuses on

the benefits of a multicultural workplace.

1 class period

SMART Goals

Setting SMART Goals

Students use the SMART goal process to write three SMART goals for something they would like to achieve in school, sports, or on the job.

Students learn the most effective goals are SMART: Specific, Measurable, Achievable,

Relevant, and Time bound.

1 class period



Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Fruits and Vegetables Length of Chapter: 2 weeks Overview of Chapter: This chapter covers the different types of fruits and vegetables along with how to store and prepare them for optimal quality and nutrition.




Unwrapped Skills (Students need to

be able to do)

Bloom’s Taxonomy

Levels

Webb's DOK

professional food preparation methods and techniques for all menu categories to produce a variety of food

products that meet customer needs

Demonstrate

Apply

3

Essential Questions: 1. How do you properly store fruit? 2. How do you maintain the quality of vegetables?


1. Many ripe fruits, except for bananas, can be stored at 41 degrees Fahrenheit or lower. Under the best circumstances, fruits should be stored in their own refrigerator, separate from vegetables.

2. The best way to maintain overall quality is to cook vegetables soon after purchase and then serve them as quickly as possible.

Unit Vocabulary:


Acids Alkalis

Caramelization Enzymatic browning

Ethylene gas

Brassica Compote

Coulis Crudites Dicing

Chapter 9: Fruits and Vegetables


Fructose Fruit Fungi

Hydroponic farming

Drupes Field mixes

Glazing Mesclun mix Microplane

Mincing Parboiling Poaching

Polyphenol oxidase Pureed

Quality grades Root vegetables

Seed Sous vide

Summer fruits Tempura

Tropical fruits Tuber vegetables

Vegetable Winter fruits




Engaging Experience 1 Title: Bananas Foster Lab Suggested Length of Time: 1 class period Standards Addressed



Detailed Description/Instructions: Students formulate within lab groups to prepare a bananas foster recipe that is served with ice cream and garnished to practice plate presentation. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 1: Fruit Cooking Lab


Engaging Experience 1 Title: Fattoush Lab Suggested Length of Time: 1 class period Standards Addressed



Detailed Description/Instructions: Students formulate within lab groups to prepare Fattoush. This lab allows the students to apply their knowledge of vegetable preparation. Students also work to prepare a dressing for this Middle Eastern inspired salad. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 2: Vegetable Preparation Lab


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Fruit and Vegetable Presentation Students collaborate with a partner to create a multi-media presentation that informs their peers about a chosen fruit and vegetable. Students research the history of the selected produce, how to care for the produce, recipes that feature the produce, and the importance of fresh produce.



Title


Time

Fruit Cooking

Lab

Bananas Foster Lab

Students formulate within lab groups to prepare a bananas foster recipe that is served with ice cream

and garnished to practice plate presentation.

1 class period

Vegetable Preparation

Lab

Fattoush Lab Students formulate within lab groups to prepare Fattoush. This lab allows the students to apply their knowledge of vegetable preparation. Students also work to prepare a dressing for this Middle Eastern

inspired salad.

1 class period



Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Serving Your Guests Length of Chapter: 1 week Overview of Chapter: This chapter introduces students to the importance of customer service and how to provide a quality experience for the guest.


● NSFACS: 8.7 Demonstrate the concept of internal and external customer service.




Webb's DOK

the concept of internal and external customer service.

Demonstrate Apply 2


1. What is the importance of first impressions and how can one create a lasting and positive impression?

2. What is suggestive selling and why is it important? 3. What is the traditional style of service and how do the areas differ?


1. First impressions are the strongest impression that we have of a person, place or event. First impressions are important because they set the tone of a guest’s experience. Employees can create a positive and lasting impression by beginning with the first interaction they have with a guest and display courtesy, respect, and friendliness in every interaction.

2. Suggestive selling involves recommending additional or different items to a guest. It is key to the success of any business because it maximizes guest satisfaction and increases the average check, resulting in more profits.

3. Traditional service consists of four main influences: American, French, English, and Russian. Each service style varies depending on its menu, theme and decor. American is one of the easiest and uses the fewest utensils. French is known as the most elegant and most expensive and Russian is the most complicated.

Chapter 10: Serving Your Guests


Unit Vocabulary:


Appearance Apprentice

Captain Comment cards

Competitive advantage Customer interaction

First impressions Floor manager Focus groups

Greeter Hospitality

Mystery shoppers Quick-service

Surveys

American Service Bouillon spoon

Bread and butter plate Busers

Butter knife Cake fork Chargers

China Coffee spoon Dessert forks Dinner fork Dinner knife Dinner plate

Drinking glasses English service Espresso spoon

Demitasse spoon Family-style dining

Finger bowl Fish fork Fish knife

Food runners French service Front waiter

Grapefruit spoon Gravy boat Gueridon

Headwaiter Maitre d’hotel Monkey dish

Mugs Rechaud

Russian service Salad fork Salad plate

Sauce spoon Service station


Serving utensils Shell cracker

Snail fork Lobster fork Oyster fork Snail plate Snail tongs Soup bowl Soup plate Soup spoon Steak knife

Suggestive selling Sundae or iced tea spoon Underliner plate or charger

Tureen Traditional service




Engaging Experience 1 Title: Service Slipup Scenarios Suggested Length of Time: 1 class period Standards Addressed


service. Detailed Description/Instructions: After guided reading and direct instruction students will join small groups and model the corrected customer service actions from the scenario they were assigned. Students will have time to study the scenario and create better customer service suggestions. Their peers will watch the role play and give feedback. Bloom’s Levels: Apply Webb’s DOK: 2

Topic 1: Importance of Customer Service


Engaging Experience 1 Title: Comment Card for Restaurant/ School Cafeteria Suggested Length of Time: 1 class period Standards Addressed


service. Detailed Description/Instructions: Students use a 4 X 6 plain white index card to create a comment card for a local restaurant or their school cafeteria. Students create categories, develop a rating system, allow for customer comments, ask for customer contact information and design the card so it inspires customers to complete the card with feedback. Bloom’s Levels: Apply Webb’s DOK: 2

Topic 2: Comment Card


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Service Styles Project Students demonstrate the similarities and differences between American, French, English, Russian, and quick-service styles by creating a display board that features a table-top display of one service style.



Title


Time

Importance of

Customer Service

Service Slipup

Scenarios

After guided reading and direct instruction students will join small groups and model the corrected customer service actions from the scenario they

were assigned. Students will have time to study the scenario and create better customer service

suggestions. Their peers will watch the role play and give feedback.

1 class period

Comment Card

Comment Card for

Restaurant/ School

Cafeteria

Students use a 4 X 6 plain white index card to create a comment card for a local restaurant or their

school cafeteria. Students create categories, develop a rating system, allow for customer

comments, ask for customer contact information and design the card so it inspires customers to

complete the card with feedback.

1 class period



Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Potatoes and Grains Length of Chapter: 2 weeks Overview of Chapter: This chapter covers the different potatoes, grains and pasta while teaching students how to store and prepare the starches.





able to do)

Bloom’s Taxonomy

Levels

Webb's DOK

professional food preparation methods and techniques for all menu categories to produce a


Demonstrate

Apply

3

Essential Questions: 1. What are the methods to select, receive and store potatoes and why is it important to

follow these methods? 2. What are the methods to select, receive and store grains and legumes and why is it

important to follow these methods? 3. How can you ensure that pasta is done cooking?


1. Select potatoes that are firm and smooth without dark spots, green areas, mold or large cuts. Store potatoes in a cool, dry place in a 45-55-degree temperature range in a ventilated container with indirect light. It is important to follow these methods to ensure using the freshest product.

2. Carefully inspect all grains when delivered and store grains and legumes in a cool, dry well-ventilated area, away from light and excessive heat. To ensure an optimal product discard any that are moldy or wrinkled.

3. Pasta is done when it feels firm to the bite or al dente.

Chapter 11: Potatoes and Grains


Unit Vocabulary:


Grains Legumes

Al dente Arborio

Bran Colander

Dumplings En casserole Edosperm Gnocchi

Hull Latkes

Milling process Multiple-stage technique

Pierogi Pilaf

Resting stage Risotto Seive

Single-stage technique Solanine Speatzle

Stone ground Tubers

Whole ground




Engaging Experience 1 Title: Food Prep Lab Suggested Length of Time: 1 class period Standards Addressed



Detailed Description/Instructions: Students will prepare a fried rice recipe in groups to demonstrate a grains lab. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 1: Grains Lab


Engaging Experience 1 Title: Pasta/Sauces Lab Suggested Length of Time: 2 class periods Standards Addressed



Detailed Description/Instructions: Students will prepare two sauces and make pasta using a hand-crank pasta machine. On day one, students will prepare a Bolognese sauce and store it for service the following day with their pasta. On day two, students will prepare an Alfredo sauce and make the pasta. Students will reheat and simmer the Bolognese until all components of the lab are complete. Bloom’s Levels: Apply Webb’s DOK: 3

Topic 2: Pasta Lab


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Potato Bar/Restaurant Simulation Students will plan and prepare a restaurant in the classroom for a day. The menu focus will consist of a variety of potatoes that can be served in a potato bar that students operate. Students will research a variety of potato and topping recipes that will be costed out to determine what price they will need for the expenses of the potato bar to be covered. Students will reflect on the important customer service pieces from the curriculum to ensure an enjoyable dining experience for all.



Title


Time

Grains Lab

Food Prep Lab Students will prepare a fried rice recipe in groups to demonstrate a grains lab.

1 class period

Pasta Lab

Pasta/Sauces Lab

Students will prepare two sauces and make pasta using a hand-crank pasta machine. On day one,

students will prepare a Bolognese sauce and store it for service the following day with their pasta. On day two, students will prepare an Alfredo sauce

and make the pasta. Students will reheat and simmer the Bolognese until all components of the

lab are complete.

2 class periods



Subject: ProStart 1 Grade: 10, 11, 12 Name of Chapter: Building a Successful Career in the Industry Length of Chapter: 2 weeks Overview of Chapter: This chapter covers the components of the employment process in the restaurant and foodservice industry. Students will practice completing a job application and practice for the interview process.


● NSFACS: 8.1 Analyze career paths within the food production and food services industries.

Supporting Standards for chapter:


● ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

● ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

Unwrapped Concepts


(Students need to be able to do) Bloom’s

Taxonomy Levels Webb's DOK

career paths within the food production and food services industries

Analyze

Analyze

3

Essential Questions: 1. What is a portfolio and how can the ProStart portfolio benefit you as a student and

employee? 2. What is a job application and why are they important? 3. How are open-ended questions different from closed questions? 4. How can one manage time and stress? 5. What are some of the popular entry-level jobs in the restaurant and foodservice industry

and why are they so vital to the industry?

Chapter 12: Building a Successful Career in the Industry


Enduring Understanding/Big Ideas: 1. A portfolio is a collection of samples that showcase interests, talents, contributions and

studies. The ProStart portfolio showcases your work and reflection of work components that can be used to assist in gaining employment and displaying organization skills.

2. Applications ask basic personal information about the applicant and their background. The application form reveals insight about the applicant to the employer to see how well they can follow instructions, the ability to communicate and employment history.

3. Closed questions can be answered with a simple yes or no whereas open-ended questions encourage job applicants to talk about themselves.

4. To manage time and stress, plan and evaluate daily activities, delegate work or ask for help from other employees, evaluate progress along the way, make adjustments as necessary, and set daily personal and team goals.

5. Entry-level positions in the restaurant and foodservice industry include host/hostess, server, quick-service counter servers, buser, prep cooks and dishwashers. The positions are vital because often times the people in the positions are the first employee the guest encounters to set the standard of service for the customer.

Unit Vocabulary:


Career Certification

College or trade school applications Cover letter

Etiquette Financial aid

Free Application for Federal Student Aid (FAFSA)

Job application Mentor

Networking Portfolio

References Resume

Scholarship Stress

Stress management Time management

Work study

Back of the house Closed questions

Concierge Open-ended questions




Engaging Experience 1 Title: Career Opportunities Expo Suggested Length of Time: 2 class periods Standards Addressed

Priority: ● NSFACS: 8.1 Analyze career paths within the food production and food

services industries. Supporting:


● ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

● ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

Detailed Description/Instructions: Students will research a career that interests them in the hospitality and foodservice industry. Students will create a multimedia presentation that includes the following:

● Name of position ● Job forecast for next 10+ years ● Average salary ● Education requirements ● Skills ● Typical career progression ● Potential job hazards ● Other interesting elements about the job

Students will present their findings to their peers. After all presentations have been shared, students will hold a large group discussion about the careers/jobs shared including but not limited to the job forecast outlook, best salaries and career progression. Bloom’s Levels: Analyze Webb’s DOK: 3

Topic 1: Career Exploration and Preparation


Engaging Experience 1 Title: Practice Job Application Suggested Length of Time: 1 class period Standards Addressed

Priority: ● NSFACS: 8.1 Analyze career paths within the food production and food

services industries. Detailed Description/Instructions: Students complete a practice job application that is supplied from the curriculum resources. Teachers could have a variety of applications from different local businesses that hire high school students in the restaurant and foodservice industry. Teacher provides feedback on the application process. Bloom’s Levels: Analyze Webb’s DOK: 3

Topic 2: Job Application


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Building a Portfolio Throughout the course students build a ProStart portfolio of student work and reflection. This can be done in hard copy form using a 3-ring binder or electronic form using a free site or school resource. Students should include the following in the portfolio: copies of exceptional class work, posters, presentations, recognition, pictures of food created in the lab setting and letters of recommendation.



Title


Time

Career Exploration

and Preparation

Career Opportunities

Expo

Students will research a career that interests them in the hospitality and foodservice industry.

Students will create a multimedia presentation that includes the following:

● Name of position ● Job forecast for next 10+ years ● Average salary ● Education requirements ● Skills ● Typical career progression ● Potential job hazards ● Other interesting elements about the job

Students will present their findings to their peers. After all presentations have been shared, students

will hold a large group discussion about the careers/jobs shared including but not limited to the

job forecast outlook, best salaries and career progression.

2 class periods

Job Application

Practice Job Application

Students complete a practice job application that is supplied from the curriculum resources. Teachers could have a variety of applications from different local businesses that hire high school students in the restaurant and foodservice industry. Teacher

provides feedback on the application process.

1 class period



Unit of Study Terminology

Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System.

Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard.

Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions.

Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards.

Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind.

Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning.

Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life.

Supporting Standards: Additional standards that support the learning within the unit.

Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit.

Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards.

Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content.

high school prostart i curriculum

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